ABSTRACT
The formal education system in the UK, as in many educational systems, is outcome driven. Macmillan Academy provides a valuable case study of innovative curricular initiatives that draw upon outdoor learning. Schools rarely have evaluated out-of-classroom learning experiences and their impact on cognitive attainment or on other subjects in the curriculum and the 'evaluation of learning is not conducted systematically, not triangulated with other evidence and not evaluated or assessed externally'. The Scottish Government emphasises that children should have positive learning experiences in a variety of settings and thus is promoting experiences in the outdoors, legitimising and encouraging outdoor learning. In England, outdoor and adventurous activities have been part of the national curriculum within physical education since its inception in 1989, although after several iterations of the curriculum, has become optional at all key stages to 2013. Curriculum design is irrelevant without instructors with the capability to make an impact to student learning, progress and achievement.
